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| Fostering Social and Related Behaviors in Children with Autism and Developmental Disabilities |
| Sunday, May 30, 2004 |
| 3:00 PM–4:20 PM |
| Constitution A |
| Area: DDA/AUT; Domain: Applied Research |
| Chair: Diane M. Sainato (The Ohio State University) |
| Discussant: Ilene S. Schwartz (University of Washington) |
| Abstract: . |
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| A Critical Review of the Literature: Identifying the Active Ingredients for Teaching Children with Autism to Use Visual Supports |
| ANN N. GARFINKLE (University of Montana), Joan C. Grim (Vanderbilt University) |
| Abstract: A key component of programs for children with autism is visual supports. Visual supports have been well studied, but little work has been done to identify the active ingredients needed for efficacious use. Thus, a review of 244 articles published between 1985-2003 was conducted. All articles were coded by a primary coder and 20% were independently coded by a second rater to establish interrater reliability, which was calculated at 86%. Results indicate that the way the child is taught to use the system is important to the child's success with the system. |
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| Using a High-probability Request Sequence to Increase Social Interactions of Young Children with Autism |
| SUNHWA JUNG (Oakstone Academy), Diane M. Sainato (The Ohio State University) |
| Abstract: The high-probability request sequence has been demonstrated as an antecedent and non-aversive procedure, which is well incorporated into classroom routines. Few studies on the use of the highprobability request sequence have addressed the social behaviors of young children with autism with peers in their natural environment. This study examined the effects of high-probability request sequences with embedded peer modeling to increase social interactions of children with autism in an inclusive classroom. The effects of the intervention were monitored using a single subject multiple baseline design across subjects. The high-probability request sequence was first delivered to the peers as a model and then delivered to the target children. Accuracy checks were conducted for the dependent variables overall 26% of experimental sessions, and overall accuracy for the dependent variables was 98%. The results of this study indicated that all three subjects’ compliantresponding to low-probability requests and social interactions increased with the implementation of the intervention from 2.8, 3.0, and 1.10 in the baseline condition to 7.75, 7.91 and 7.14 in the intervention condition respectively for all three target students. The children’s social interactions generalized with their peers and in generality settings. |
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| The Effects of High-probability Requests Embedded into Small Group Instruction to Increase the Responding to Task and Task Engagement |
| CAROL ANN DAVIS (University of Washington) |
| Abstract: The use of high-probability requests has been demonstrated effective with single individuals. The research using this procedure in group settings is limited (Ardoin et al.,2000). This study is an extension of the high-probability request literature and examined the use of high-probability requests embedded into small group instruction in a preschool setting using a multiple baseline design across classrooms. For each group, high and low-probability requests were identified (low-probability requests were related to responding to requests during small group activities. Baseline consisted of conducting small group instruction in which 10 low-probability requests were embedded into the daily instruction. Intervention consisted of embedding a high-probability sequence immediate prior to the low-probability request. Responses to low-probability requests ranged from 10-40% for all groups during baseline and increased to a range of 70-100 % during intervention. On-task engagement was measured using an 10 second interval system. Baseline data for on-task engagement ranged from 24% to 57% of the observed intervals and increased during intervention ranging from 76% to 91%. Interobserver reliability were collected on 28% of the sessions and was 100% for responses to requests and ranged from 84-100% for task engagement. Procedural reliability was 100%. Educational applications and limitations will be discussed. |
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